The Relationship Between Teachers Perceptions Of Response To Intervention Rti Implementation Factors And Self Reported Rti Implementation Efforts

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The Relationship Between Teachers' Perceptions of Response to Intervention (RTI) Implementation Factors and Self-reported RTI Implementation Efforts

Author : Kim Jones
Publisher :
ISBN 13 :
Total Pages : 104 pages
Book Rating : 4.:/5 (98 download)

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Book Synopsis The Relationship Between Teachers' Perceptions of Response to Intervention (RTI) Implementation Factors and Self-reported RTI Implementation Efforts by : Kim Jones

Download or read book The Relationship Between Teachers' Perceptions of Response to Intervention (RTI) Implementation Factors and Self-reported RTI Implementation Efforts written by Kim Jones and published by . This book was released on 2016 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to Intervention (RTI) is an educational reform effort that is being implemented across the nation. Considering that the systematic implementation of the RTI process requires organizational change, teachers may be hesitant or resistant to engage in the change process. This study organizes the potential barriers of RTI implementation into the RTI implementation factors of vision, professional development, professional support, and time resources. This quantitative study explored the relationship between teachers’ perceptions of these RTI implementation factors and teachers’ self-reported RTI implementation in their classrooms. The survey results came from 553 elementary school teachers across the state of Utah (30% response rate). An analysis of the data showed that there is an impact of teachers’ perceptions of RTI implementation factors on their self-reported RTI implementation efforts. There were significant relationships between teachers’ perceptions of vision (p

Factors that Impact Teachers' Perceptions of the Response to Intervention (RtI) School-wide Reform Initiative

Author :
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (943 download)

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Book Synopsis Factors that Impact Teachers' Perceptions of the Response to Intervention (RtI) School-wide Reform Initiative by :

Download or read book Factors that Impact Teachers' Perceptions of the Response to Intervention (RtI) School-wide Reform Initiative written by and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the course of their careers, educators experience constant innovation and school reform (Hargreaves, 2005). Although teachers' perceptions of school-based reform initiatives significantly influence their interest and willingness to implement new practices (Reimers et al., 1987), teachers' perspectives are rarely examined or considered before, during, or after implementation of reform initiatives (Nielsen et al., 2008; Shirley & Hargreaves, 2006). By understanding the connection between teacher variables and their perceptions of reform, schools will be better equipped to address and overcome participation barriers, implement reform with integrity, and enhance the achievement of all students. This study sought to examine the influence of four factors - congruent teaching philosophy, teacher self-efficacy beliefs, amount of teaching experience, and characteristics and evidence-based components of professional development (PD) - on perceptions of the response-to-intervention (RtI) school-wide reform initiative among 209 elementary (Grades 4K-5) general and special education teachers. Study findings indicated that congruent teaching philosophy, general personal efficacy beliefs, personal efficacy beliefs related to RtI, and PD were significantly associated with teachers' perceptions of RtI. Furthermore, the effect of PD on teachers' perceptions of RtI was found to be partially mediated through teachers' personal efficacy beliefs related to RtI. The current study sheds light on the nature of PD currently being offered in schools on RtI and discusses implications for systems change and future research.

Teachers' Perceptions of Response To Intervention

Author : Heidi Hahn
Publisher :
ISBN 13 : 9781267808479
Total Pages : 119 pages
Book Rating : 4.8/5 (84 download)

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Book Synopsis Teachers' Perceptions of Response To Intervention by : Heidi Hahn

Download or read book Teachers' Perceptions of Response To Intervention written by Heidi Hahn and published by . This book was released on 2012 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Response to Intervention (RTI) is a model that coordinates service delivery within schools and requires teachers to modify their role and responsibilities. This study used a mixed methods approach, including both an online survey and interviews of teachers and administrators, in order to answer the research questions: 1) What are teachers' perceptions of RTI? 2) In what ways does implementation of RTI influence teacher feelings of self-efficacy or burnout? 3) In what ways do teachers' perceptions of RTI differ from other staff in the school district? A majority of teachers surveyed were in full support of RTI, and believed that they are more effective in assisting struggling students improve their academic abilities because of RTI implementation. The findings from the interviews substantiated this finding. However, the survey and interview results demonstrated that teachers face several challenges in implementing RTI, including large class sizes, and lack of funding, time, and training. " -- Abstract, p. 1.

General Education Teachers Perceptions of Response to Intervention Implementation

Author : Adhwaa Alahmari
Publisher :
ISBN 13 :
Total Pages : 121 pages
Book Rating : 4.:/5 (11 download)

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Book Synopsis General Education Teachers Perceptions of Response to Intervention Implementation by : Adhwaa Alahmari

Download or read book General Education Teachers Perceptions of Response to Intervention Implementation written by Adhwaa Alahmari and published by . This book was released on 2018 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this interview study was to explore teachers perceptions of Response to Intervention (RtI) implementation in their school. Particularly, the study explored teachers knowledge of RtI, teachers perceptions of RtI tiers intervention/instruction in their school, and teachers suggestions of RtI implementation in their school. The study design was a qualitative interview study and data were collected from the face-to-face interviews with four teachers in one school. Findings revealed that RtI is meant to identify students problems. Positive teachers perceptions of their implementation included: (a) Students who demonstrate progress through RtI, (b) Students who receive special education services, (c) progress monitoring helps to keeps teachers on track. Factors pertaining to social and contextual included: (a) School training, (b) Confidence of RtI practice, (c) Collaboration from school personnel. The following factors lead to a negative perception of the RtI process: (a) Planning is difficult, (b) RtI is confusing, (c) Insufficient time for implementation, (d) Excessive RtI paperwork, and (e) Delay of identification for special education services. The study findings also indicated Teachers suggestions to improve RtI implementation in their school through staff support. The findings from this study have implications for higher education and professional in the field.

Elementary Teacher Perceptions of Response to Intervention (RTI) Implementation

Author : Shuanta Anita Broadway
Publisher :
ISBN 13 :
Total Pages : 286 pages
Book Rating : 4.:/5 (773 download)

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Book Synopsis Elementary Teacher Perceptions of Response to Intervention (RTI) Implementation by : Shuanta Anita Broadway

Download or read book Elementary Teacher Perceptions of Response to Intervention (RTI) Implementation written by Shuanta Anita Broadway and published by . This book was released on 2011 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to determine what perceptions elementary teachers have regarding the selection of scientifically research-based interventions, the monitoring of the progress of students receiving RTI, and the teachers' own ability to implement RTI. Additionally, the study identified barriers teachers face while implementing RTI"--Leaf 50. "The research study took place in a large, urban, public school district in the southeast region of the United States"--Leaf 54.

Implementation and Progress of the Response to Intervention (RTI) Model

Author : Amy Foltz Painter
Publisher :
ISBN 13 :
Total Pages : 41 pages
Book Rating : 4.:/5 (125 download)

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Book Synopsis Implementation and Progress of the Response to Intervention (RTI) Model by : Amy Foltz Painter

Download or read book Implementation and Progress of the Response to Intervention (RTI) Model written by Amy Foltz Painter and published by . This book was released on 2019 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: Current research on Response to Intervention (RTI) focuses on its effects on student growth and aiding in the identification of students with disabilities. This quantitative research focuses on the perceptions of school administrators regarding the implementation and progress of the RTI model implemented in their school. Data collected was compared to the results to an RTI implementation survey that was conducted in a New England state. Research uncovered a repeating theme of a lack of understanding of RTI at the middle and high school level, compared to elementary. Teachers requested explicit instruction from administration regarding RTI processes as well as expectations and principals reported lack of guidance from district level special education leaders (Meyer & Behar-Horenstein, 2015). Twenty-one school administrators in elementary, middle, and high schools from the same public school division were surveyed to determine their perceptions of the implementation and progress of RTI in their respective school. Results indicated that elementary, middle, and high school administrators and their staffs have a strong understanding of RTI and tiered interventions. There was strong evidence to support there was a lack of understanding of universal screeners in the schools, specifically at middle and high schools. Finally, results indicated a need for alignment of the RTI vision and process between the schools and district leadership, specifically requesting teacher feedback and use of professional development.--Abstract

The Promise of Response to Intervention

Author : Todd A. Glover
Publisher : Guilford Press
ISBN 13 : 160623563X
Total Pages : 337 pages
Book Rating : 4.6/5 (62 download)

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Book Synopsis The Promise of Response to Intervention by : Todd A. Glover

Download or read book The Promise of Response to Intervention written by Todd A. Glover and published by Guilford Press. This book was released on 2010-02-25 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: As response to intervention (RTI) is adopted by increasing numbers of schools and districts, knowledge about "what works" continues to grow. This much-needed book analyzes the key components of RTI service delivery and identifies the characteristics of successful implementation. Critically reviewing the available research, leading authorities describe best practices in multi-tier intervention, assessment, and data-based decision making. Clear-cut recommendations are provided for implementing evidence-based interventions to support students' needs in reading, writing, math, and behavior. A state-of-the-art resource for K–12 practitioners and administrators, the book also will fill a unique niche in graduate-level courses.

Response to Intervention (RtI) Self-efficacy Among Elementary and Middle School General Education Teachers

Author :
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (86 download)

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Book Synopsis Response to Intervention (RtI) Self-efficacy Among Elementary and Middle School General Education Teachers by :

Download or read book Response to Intervention (RtI) Self-efficacy Among Elementary and Middle School General Education Teachers written by and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to Intervention (RtI) integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement. RtI requires that educators collect ongoing information about student progress and provide instruction that aligns with that progress. By providing rigorous interventions prior to students failing and by tracking them as they advance through the grades, students can have successful school careers. A majority of RtI research has been conducted in the elementary grades and while research in middle schools and high schools is emerging, few developments in effective implementations have been made. This study was conducted to address the gap in the educational literature concerning middle school implementation of RtI. More specifically, the purpose of this study was to better understand general middle school teachers' perceptions of RtI implementation by comparing middle school teacher perceptions to elementary school teacher perceptions using the mean scores on the five variables (i.e., universal design for learning, evidence-based literacy, collaboration, data driven decision-making, and implementation of interventions) of the Multi-Tiered Instruction Self-Efficacy Survey (MTISES). A causal-comparative design was used for this study. The statistical analysis of data, using the Mann-Whitney test, determined that no significant differences were found for 9 of the 10 pairwise tests calculated. Significances were only found for the implementation of interventions information variable. This significance indicates that middle school teachers have lower self-efficacy than elementary teachers in using print or web-based resources to implement interventions (such as those used in the Tier process) to small groups and individuals. Because teachers' self-efficacy beliefs are related to the effort teachers invest in teaching, the goals they set, and their persistence when things do not go smoothly, teachers would be less likely to use web-based resources to guide their implementation of intervention to small groups and individuals. Future research should include studies focusing on specific issues within the Tier process that middle school teachers find troublesome. While this research showed concern with intervention implementation, a more descriptive study would assist teacher educators and administrators in developing specific guidelines for implementing small group and individualized interventions in the middle school.

Response to Intervention

Author : Lee-Ellen Pisauro
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.3/5 (575 download)

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Book Synopsis Response to Intervention by : Lee-Ellen Pisauro

Download or read book Response to Intervention written by Lee-Ellen Pisauro and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to understand the held perception of high school teachers regarding RTI implementation skills. This study explored whether district structure affected teacher implementation of RTI by investigating differences between regional school districts and K-12 school districts. This study also sought to investigate whether the type of certification held by teachers influenced their perceived skills to implement RTI practices. This quantitative study collected data from general education and special education secondary teachers (n = 120) throughout Sussex County, New Jersey. An electronic survey was adapted from the Perception of RTI Skills Survey-Revised from the Florida PS/RTI Statewide Project (Castillo et al., 2016). The survey instrument was distributed via Microsoft Forms, and data were collected anonymously. The data from the survey were analyzed using independent samples t-tests to determine if significant differences exist between the means of two independent groups when measured by dependent variables. The study determined that there were significant differences between general education and special education teachers when it comes to implementing data-based decision-making and academic interventions within the RTI model. The study also found that district structure influenced teachers' perceptions' of RTI procedures. The results of the study may guide school leaders in the development of relevant and meaningful professional development and training for educators at the secondary level. (ProQuest abstract).

Teachers' Perceptions of Treatment Integrity Measures Within a Response to Intervention Framework

Author : Ryan T. Kieffer
Publisher :
ISBN 13 :
Total Pages : 165 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis Teachers' Perceptions of Treatment Integrity Measures Within a Response to Intervention Framework by : Ryan T. Kieffer

Download or read book Teachers' Perceptions of Treatment Integrity Measures Within a Response to Intervention Framework written by Ryan T. Kieffer and published by . This book was released on 2010 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to examine teachers' perceptions of treatment integrity measures within a Response to Intervention (RTI) framework for reading. Direct observations and teacher self-reports were the two methods of measuring treatment integrity investigated. Further research on treatment integrity is warranted, especially as Pennsylvania school districts begin to implement RTI as a means for special education eligibility purposes. Districts cannot guarantee what they do not monitor (Schmoker, 2006). As a result, in order to ensure the implementation of interventions when considering a student's eligibility for a specific learning disability (SLD), the need to develop fidelity measures and a system of measuring treatment integrity is pivotal (Cochrane & Castle, 2006; Kovaleski & Prasse, 2004). Sanetti and Kratochwill (2009) noted interventions within an RTI framework must be implemented with high treatment integrity and documented or else this latest initiative will be in jeopardy of resorting back to the traditional practice of the IQ-Achievement discrepancy and students having to wait to fail before benefiting from special education services. The current study theorized that understanding teachers' perceptions of RTI and their insights on various treatment integrity measures may increase the acceptability and utilization of fidelity checks, resulting in possibly higher intervention integrity and the potential for greater student outcomes. Analysis of the data revealed participants' overall positive perceptions of using an RTI framework for reading. Similarly, participants' perceived both the direct observations and self-reports as adequate methods of assessing fidelity within an RTI framework. Six factors of assessing treatment integrity emerged which contributed to better acceptability and sustainability from teachers.

Essentials of Response to Intervention

Author : Amanda M. VanDerHeyden
Publisher : John Wiley & Sons
ISBN 13 : 0470599774
Total Pages : 10 pages
Book Rating : 4.4/5 (75 download)

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Book Synopsis Essentials of Response to Intervention by : Amanda M. VanDerHeyden

Download or read book Essentials of Response to Intervention written by Amanda M. VanDerHeyden and published by John Wiley & Sons. This book was released on 2010-03-16 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: Quickly acquire the knowledge and skills you need to accurately and effectively implement Response to Intervention (RTI) programs As adoption of the RTI model grows, professionals such as educational diagnosticians, school psychologists, general and special education teachers, and school administrators are eager to find resources that describe the theory behind it and provide useful guidelines for its effective implementation. Packaged in the user-friendly Essentials series format, and authored by two RTI experts, Essentials of Response to Intervention provides just that resource. This book offers a concise overview of the features of RTI, instruction for its implementation, and post-implementation guidelines for assessing whether a program has been effective. Like all the volumes in the Essentials of Psychological Assessment series, this book is designed to help busy mental health practitioners, and those in training, quickly acquire the psychoeducational assessment knowledge and skills they need. Each concise chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help you to gauge and reinforce your grasp of the information covered. Complete with a Foreword by Jim Ysseldyke, Essentials of Response to Intervention offers rich and up-to-date information on obtaining meaningful data for decision making, evaluation of the research base for RTI, and clinical applications of RTI. Other titles in the Essentials of Psychological Assessment series: Essentials of WISC-IV Assessment, Second Edition Essentials of Cross-Battery Assessment, Second Edition Essentials of Evidence-Based Academic Interventions Essentials of WJ IIITM Cognitive Abilities Assessment Essentials of WJ IIITM Tests of Achievement Assessment Essentials of WIAT-III and KTEA-II Assessment Essentials of Processing Assessment Essentials of Assessment Report Writing

Response to Implementation

Author : Babetta Fleming Hemphill
Publisher :
ISBN 13 :
Total Pages : 248 pages
Book Rating : 4.:/5 (112 download)

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Book Synopsis Response to Implementation by : Babetta Fleming Hemphill

Download or read book Response to Implementation written by Babetta Fleming Hemphill and published by . This book was released on 2019 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present multiple case study was conducted at two elementary schools serving kindergarten through fifth grade students in a Texas public school district. This study described the campus level systems to support teachers in their implementation of Response to Intervention (RtI). The purpose of this study was to determine teachers’ perceived self-efficacy in implementing each component of the RtI model and to explore the possible effects it may have on student outcomes. The district installed several structures to ensure the successful implementation of the RtI model: daily dedicated intervention time, elementary intervention meetings, district-wide personnel to support the campus implementation of the RtI model, and clear guidance regarding data collection and use. The teachers who participated in the study indicated that the structures contributed to their perceived self-efficacy about the RtI process and their ability to implement the model successfully. Teachers expressed very high perceived self-efficacy in improving student outcomes through the RtI model. They were knowledgeable about the components of the RtI model and how they should be used to benefit struggling students. Evaluation of teacher interviews revealed that all teachers relied on data to implement the model and determine student needs. One-third of the teachers expressed doubts in the accuracy of the assessments in identifying student needs, yet they did not abandon the process. They credited their participation in data meetings with their fidelity to the RtI model. Teachers identified multiple supports specific to the district that positively affected their perceived self-efficacy. The researcher did not determine how teacher self-efficacy affected student outcomes due to limited findings. The researcher recommended further qualitative research to explore how collective efficacy affects the academic outcomes of students receiving intervention

Response to Intervention

Author : Daniel A. Ebbert
Publisher :
ISBN 13 : 9781267213617
Total Pages : 508 pages
Book Rating : 4.2/5 (136 download)

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Book Synopsis Response to Intervention by : Daniel A. Ebbert

Download or read book Response to Intervention written by Daniel A. Ebbert and published by . This book was released on 2011 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to Intervention (RTI) is a process that integrates assessment and intervention within a multi-tiered framework to improve student outcomes. Within RTI, schools monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student's responsiveness to these interventions. Response to Intervention is rapidly becoming a reality in schools today, bringing with it a wide range of questions with regard to how RTI should be implemented and what factors are most important in implementing RTI successfully.

Teacher Understanding and Perception of a Response to Intervention Program in a Rural, Western North Carolina School District

Author : Dwight Dean King
Publisher :
ISBN 13 :
Total Pages : 386 pages
Book Rating : 4.:/5 (844 download)

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Book Synopsis Teacher Understanding and Perception of a Response to Intervention Program in a Rural, Western North Carolina School District by : Dwight Dean King

Download or read book Teacher Understanding and Perception of a Response to Intervention Program in a Rural, Western North Carolina School District written by Dwight Dean King and published by . This book was released on 2011 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to Intervention, aka Response to Instruction (RtI), is a multi-tiered instructional process designed to provide research-based interventions to struggling learners. It has recently gained increased popularity with the perceived failure of the discrepancy formula model of placing children in special education services and with the recent reauthorization of the Individuals with Disabilities Education Act. Because RtI is just gaining ground in the field of education, limited research regarding teachers' perceptions of the process is available. This research project utilized a mixed-methods approach, combining survey and interview data, to assess teacher understanding and perception of RtI in a rural North Carolina community. Both schools included in the study are currently piloting the RtI process. The results of the study found that even though most teachers seem to have a grasp on the roles and responsibilities associated with RtI, many teachers have substantial concerns regarding the implementation process. Most notably, teachers were concerned with the amount of time that was being dedicated to the RtI process and to the lack of available manpower. Teachers also noted improvements that could be made to improve the implementation process. Teachers specifically identified the importance of strong educational leadership within the school building as a factor in the success or failure of RtI within the schools. [Both schools were elementary schools - - p. 4.]

Elementary Teachers’ and Principals’ Reporting of Factors that Impact the Implementation of Response to Intervention

Author : Paula R. Douglas
Publisher :
ISBN 13 :
Total Pages : 156 pages
Book Rating : 4.:/5 (127 download)

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Book Synopsis Elementary Teachers’ and Principals’ Reporting of Factors that Impact the Implementation of Response to Intervention by : Paula R. Douglas

Download or read book Elementary Teachers’ and Principals’ Reporting of Factors that Impact the Implementation of Response to Intervention written by Paula R. Douglas and published by . This book was released on 2019 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine factors that impact the implementation of Response to Intervention (RTI) as reported by teachers and principals. A non-experimental research survey design was used. Section one and two of the survey consisted of demographic information. Section three consisted of the research questions. The five components of RTI (universal screening, tiered instruction, scientific based instruction, progress monitoring, and data analysis) were the independent variables in this study. The dependent variables in this study were the factors (knowledge, implementation, materials, and time) that impact the implementation of the RTI process on campus. The participants were asked about their levels of knowledge, level of campus implementation, availability of materials, and the amount of time needed to effectively implement the components of RTI, universal screening, tiered instruction, scientific based instruction, progress monitoring, and data analysis. The sample for the study consisted of 29 elementary teachers and 15 elementary principals in a North Central Texas urban school district. Findings from the study indicated that teachers’ overall level of knowledge, level of campus implementation, and materials of universal screening, tiered instruction, scientific based instruction, progress monitoring, and data analysis were slightly less in comparison to principals. Overall, both teachers and principals reported having less time to implement universal screening, tiered instruction, scientific based instruction, progress monitoring, and data analysis. Additional data indicated teachers and principals were most confident in data analysis implementation and least confident in scientific based instruction.

Knowledge, Perceptions, and Implementation of Response to Intervention in Public Pre-kindergarten Settings

Author :
Publisher :
ISBN 13 :
Total Pages : 110 pages
Book Rating : 4.:/5 (881 download)

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Book Synopsis Knowledge, Perceptions, and Implementation of Response to Intervention in Public Pre-kindergarten Settings by :

Download or read book Knowledge, Perceptions, and Implementation of Response to Intervention in Public Pre-kindergarten Settings written by and published by . This book was released on 2014 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: Barnett, VanDerHeyden, and Witt (2007) define RTI as an integrated system for universal screening and progress monitoring linked with academic or social/emotional/behavioral intervention design. RTI has numerous positive outcomes in Grades K-12 including, but not limited to, decreases in special education referrals, earlier identification of academic or behavior deficits, and higher inclusion rates (Barnett et al., 2007; Gresham, 2007). In recent years, there has been growing interest in applying an RTI model to pre-kindergarten (pre-k) classrooms to increase young students' achievement and classroom quality. Many goals of RTI are congruent with the goals of pre-k education, such as the use of frequent measurement to monitor young children's growth and development over time combined with early intervention. Thus, early childhood experts suggest that the application of RTI to pre-k settings is beneficial (Barnett et al., 2007). The purpose of this study was to explore the status of RTI implementation in pre-k classrooms. A comprehensive survey was electronically disseminated to a national sample of lead pre-k teachers and building principals from public pre-k programs. The majority of principals and teachers reported familiarity with and involvement in the implementation of RTI in pre-k classrooms. Teachers are the centerpiece in an educational change effort, such as RTI, and can significantly influence its effectiveness (Brown-Chidsey & Steege, 2005). Findings showed that teacher's self-efficacy and years of experience positively influence their knowledge, acceptability, and implementation of RTI practices. Additionally, teachers with higher levels of knowledge and who perceive more support for implementation report higher levels of RTI implementation.

Response to Intervention

Author : Sheridan L. Henley
Publisher :
ISBN 13 :
Total Pages : 184 pages
Book Rating : 4.:/5 (133 download)

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Book Synopsis Response to Intervention by : Sheridan L. Henley

Download or read book Response to Intervention written by Sheridan L. Henley and published by . This book was released on 2022 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: The researcher conducted this qualitative descriptive case study at one high school in Texas that described secondary teachers’ perceptions of implementing response to intervention (RTI). The purpose of the study was to better understand and define secondary teachers’ perceptions and experiences, including the campus leadership’s role, in an RTI implementation. The study served to understand teachers’ role in implementing RTI at the secondary level. This qualitative descriptive study focused on the secondary teachers’ perceptions of the benefits, challenges and barriers, level of teacher responsibility, and the role that leadership plays in an RTI implementation. The case study focused on applying Fullan’s theory of change to the RTI implementation. Theory of change focuses on opportunities for educators to build professional knowledge, create a culture based on collaboration, and implement a shared vision and ownership. The data sources for the case study included 12 semistructured teacher interviews, a focus group discussion with nine campus administrators, campus teacher leaders, and instructional coaches, and an analysis of the district and campus RTI implementation documents. The results of the study showed the importance of involving teachers during RTI implementation. The results also showed that all stakeholders in the school community should have a clear understanding and knowledge of the purpose of RTI, including how it supports students, and that teachers should receive the necessary time and resources to implement RTI at the secondary level. By completing this study, districts and campus leaders have valuable input, experiences, and perceptions of secondary teachers that can help improve the RTI implementation process at the secondary level. Keywords: Response to Intervention, secondary, teacher perception, change theory, educational change